![]() Provide content instruction based on Massachusetts Curriculum Frameworksġ0. Tutors or paraprofessionals who are proficient in the English learner’s primary language(s) working in the classroom for all or part of each day.”ĩ. ![]() The presence of an ESL/ELL teacher working with the classroom teacher for all or part of each day, and/or Ongoing professional development for the general classroom teacher, and/or This may involve some or all of the following: “ Establish separate sheltered English immersion classrooms and/or modify general classrooms so that the activities and instruction in those classrooms provide sheltered instruction. Q&A #15: How should districts with low-incidence populations of ELLs comply with GL.c71A? “If the classroom teacher does not speak the student’s native language, it is recommended that another teacher or paraprofessional who does speak the native language be available for clarification as needed.” (ELE 5 Implementation Guidance)Ĩ. Districts may also modify general education classes …so that the instruction in those classes provide sheltered English instruction to LEP students.” (GLc71A 2,4,7: Title VI)ħ. Teachers may use an ELL’s native language for clarification purposes. Place LEP students in SEI classrooms either (1) ESL/ELD classrooms or (2) sheltered content classrooms in which materials and instruction are in English but “ with the curriculum and presentation designed for students who are learning the language. Provide written information about ELE programming to parents/guardians in a language they understand, including the right to waive participation in an ELE program.(See ELE10 for what is legally required in parent notice for Title III districts.)Ħ. Home language surveys should be translated into other major languages of the district.ĥ. Students will then be recommended for the appropriate ELE services. Any student who lists a first language not English must be assessed by trained professional staff for English proficiency in reading, writing, speaking and listening. Screen all potential LEP students using a Home Language Survey at registration. Make accommodations for LEP and FLEP students participating in MCAS testing.Ĥ. ![]() Administer Access for ELL’s Summative Assessment by qualified staff.ģ. There is no cap or limit to time spent in a language support programĢ. performs at “ proficient” levels on state-mandated MEPA assessments MCAS tests are not to be used to make a determination of English language proficiency. can participate in all aspects of the district’s general education program without use of adapted or simplified materials andī. Ī student is not redesignated FLEP until he/she is deemed English proficient and:Ī. Maintain roster of LEP (Limited English Proficient) students and a list of formerly LEP (FLEP) students at each school, as indicated on October and subsequent SIMS data collection. DOE Coordinated Program Review Procedures : English Learner Education (ELE) in Public Schools M.G.L.Chapter 71A ,“ ELE Program Review Criteria and Implementation Guidance” 2008-2009.ġ. ELE programming is also mandated by Title VI of the Civil Rights Act of 1964, Lau v Nichols 1974 and NCLB Act of2001.Information below is taken from the following Massachusetts DOE documents:ġ. The following are required for schools to be in compliance with state and federal law when providing Sheltered English Immersion (SEI) instruction to English Language Learners (ELLs.) This document does not address “ two-way bilingual” programs or bilingual education for students with IEPs. English Learner Education (ELE) in Massachusetts Public Schools
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |